Building Bridges: Union Efforts to Address Stress Among Educational Staff

This mixed-methods study examines the relationship between administrative support and educator stress and burnout in a post-COVID unionized school district. Grounded in Bronfenbrenner’s Ecological Systems Theory, the Job Demands-Resources (JD-R) model, and the Transactional Model of Stress and Coping, the study surveyed 102 educational professionals and conducted semi-structured interviews with union delegates. Quantitative findings revealed that 75% of staff worked beyond contracted hours, and 63% assumed additional unpaid responsibilities. Lower levels of perceived administrative support were significantly correlated with higher burnout and greater intent to leave the profession. Qualitative thematic analysis identified key stressors, including inconsistent administrative communication, escalating student behavioral challenges, excessive workload, and policy inconsistency. Participants also emphasized the negative impacts of top-down decision-making and lack of role-specific supports. Recommendations for systemic reform include implementing administrative communication protocols, protecting educator preparation time, increasing administrative visibility, and establishing participatory governance structures. The findings highlight the need for ecological and organizational interventions to reduce burnout and improve educator retention. This study contributes to the emerging literature on post-pandemic educational stressors and expands understanding of role-specific vulnerabilities among school-based staff.